Reading and Writing for Critical Thinking (RWCT)

The Reading and Writing for Critical Thinking program (RWCT) is based on the idea that democratic practices in schools play an important role in the transition toward more open societies. RWCT is now active in Central and Eastern Europe and the former Soviet Union as well as in Latin America. RWCT introduces research-based, instructional methods to teachers and teacher educators. These methods are designed to help students think reflectively, take ownership for their personal learning, understand the logic of arguments, listen attentively, debate confidently and become independent, life-long learners. The program can be used in all grades and subjects with existing curricula.

RWCT methods are adapted for classrooms in order to promote:

Active Inquiry

Student-Initiated Learning

Problem-Solving

Critical Thinking

Cooperative Learning

Writing And Reading Processes

Alternative Assessments

Originally, RWCT was funded by the Open Society Institute (OSI) - which promotes worldwide educational, social and legal reform - and the International Reading Association, a non-governmental organization of professional educators. More than 25 National Soros Foundations in participating countries identified teacher-leaders to work with 70 professional educators from the US, Canada, the UK and Australia. The western volunteers served in-country as workshop leaders, delivering a comprehensive series of professional activities to participants. These volunteers were able to certify leaders in each of the participating countries. These leaders have formed the RWCT International Consortium, of which CTI is a member.

The RWCT guidebooks have recently been revised and updated by CTI’s directors. The workshops offered by CTI and the RWCT International Consortium model interactive instruction and learning. They are built around demonstration lessons, with opportunities for discussion, practice, and questions.

A Self-sustaining Model

RWCT training begins when certified RWCT trainers are identified to work with an in-country leadership team. Participants for the project are chosen by the in-country coordinators; typically the participant group represents university faculty, members of the district inspectorate of the Ministry of Education, trainers from in-service teacher training institutes, and outstanding classroom teachers, able to eventually demonstrate and teach these methods to others.

RWCT is based on a “train-the trainer” model. Certified trainers offer a series of workshops over a 12-18 month time period. During this time participants practice the methods demonstrated, adapt them to their own classrooms and circumstances, and substitute national texts for those introduced in training workshops. They also meet on a monthly basis with colleagues to discuss their progress, and are observed in the classroom. RWCT trainers recognize that local educators’ knowledge is critical to the overall success of the project. RWCT is designed to invite modifications that resonate within each country.

When they are ready, the first generation participants begin to train other teachers. The cadre of trainers is increased as selected second generation participants also become part of the local leadership core. To increase the efficacy of the dissemination effort and to ensure institutionalization, an institutionalization strategy is developed within each country.

RWCT is Responsive

It is:

Classroom-based

Participants leave RWCT workshops ready to implement the strategies they have learned in their own classrooms.

Flexible

RWCT is effectively implemented in primary and secondary classrooms, in pedagogical high schools, and in university classrooms, across many disciplines in many different countries.

Adaptable to local conditions

RWCT is designed for use with existing curricula and existing materials.

Designed to build local capacity

Mentored by a select group of international educators, RWCT builds a corps of skilled, in-country teacher trainers giving each country the capacity for national expansion.

The standards for RWCT certification for both teachers and trainers have been developed by an international board. Participants are awarded certification based on their understanding and practice of RWCT methods.

Before participants are certified as trainers they must present evidence of a working familiarity with RWCT methods as well as an understanding of the project’s purposes. Many teacher trainers have created portfolios, videotaped lessons, collected student work samples and engaged with more experienced staff in extensive interviews.

RWCT is now, more than ever, dependent on local funding and fund-raising.